What is it about?
This study explored how digital reading habits (for leisure and academic purposes), reading comprehension and reading motivation are related over time. Specifically, we followed primary school students from fourth to sixth grade. Results indicated that reading comprehension and motivation present a positive mutual relationship over time, while academic digital reading habits in fifth grade negatively predict reading motivation in sixth grade.
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Why is it important?
This study helps to shed light on the mechanisms underlying how frequent digital reading might influence on future reading comprehension and reading motivation levels. This represents the first longitudinal study in examining these three variables over time.
Perspectives
This article has a special role in my academic career since it is the first manuscript containing data of a three-year longitudinal project involving more than 900 students. It represents and collects a lot of efforts, from different colleagues, teachers, schools and students that have collaborated to make this possible.
Lidia Altamura
Universitat de Valencia
Read the Original
This page is a summary of: How digital reading habits shape reading motivation and comprehension over time: Longitudinal associations in primary school., Developmental Psychology, November 2025, American Psychological Association (APA),
DOI: 10.1037/dev0002094.
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